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A TEACHER'S MANUAL 



TO ACCOMPANY 



HIGH SCHOOL GEOGRAPHY 



BY 

CHARLES REDWAY DRYER 

FORMERLY PROFESSOR OF GEOGRAPHY AND GEOLOGY 
INDIANA STATE NORMAL SCHOOL 




AMERICAN BOOK COMPANY 

NEW YORK CINCINNATI CHICAGO 



.01 



•85 



Copyright, 1914, by 
CHARLES RED WAY DRYER. 

Copyright, 1914, in Great Britain. 



MANUAL TO DRYER S HIGH SCHOOL GEOGRAPHY 
E. P. I 



JUL 
©CI.A376606 



> 



INTRODUCTION 

This manual is designed primarily for the use 
of the teacher, but it can do no harm in the hands 
of the student. It consists largely of suggestive 
questions which may be used in oral recitation, 
for written examination purposes, or for assign- 
ment as supplementary and collateral research 
work. They constitute a series of exercises 
running parallel with the questions which any 
teacher might ask from the text, and are designed 
to stimulate thought and broaden the views of 
the student. They are analogous to the "miscel- 
laneous problems" given in mathematical text- 
books. It would seldom be practicable to use 
them all with any one class, and the teacher should 
select such as seem best suited to his conditions. 
They will not fill the place of laboratory work, 
but are available in cases where such work is 
necessarily limited. A judicious use of them will 
add interest and effectiveness to the study of 
geography. 

A list of desirable maps, globes, models, and 
instruments for high school equipment, and a 
bibliography of the best geographical books for a 
high school library are appended. 
3 



TEACHER'S MANUAL 

Chapter I 

EARTH, SUN, AND MOON 
Pages Q-21 

There are several current theories of the 
structure of the earth core. The one here stated 
seems to be established (i) by the resistance of 
the solid earth to the tidal attraction of the moon, 
which implies a rigidity greater than that of a 
sphere of steel, and (2) by the speed of earthquake 
waves which pass through the core. 

Latitude (Latin lotus, broad) is breadth, and 
longitude (Latin longus, long) is length, as applied 
to the earth, the length, or equatorial circum- 
ference, being about twice the breadth, or dis- 
tance from pole to pole. Parallels and meridians 
are coordinates or lines of reference, such as are 
used on cross-section paper for locating points. 
Coordinates on a flat surface are straight lines, 
but on a globe are curved. The streets and 
houses in many cities are numbered and located 
on a similar plan, the main street being used as 
a zero line. Latitude and longitude are as funda- 
mental in geography as reading and writing 
5 



6 EARTH, SUN, AND MOON 

numbers in arithmetic, and students should be 
drilled in using them upon the globe and all sorts 
of maps until perfection is attained. 

Mark a cross anywhere on the blackboard. 
How can its position be accurately determined and 
stated ? 

What use is made of parallels and meridians 
in the survey of the land in your vicinity ? 

Any solid natural mineral in large masses is 
rock. Is granite a rock ? marble ? concrete ? 
brick ? a grindstone ? water ? ice ? clay ? an 
anvil ? a gravel bed ? A bed of clay, sand, or 
gravel is rock. A grain of sand or a pebble is a 
fragment of rock. 

If the earth is represented by a globe one foot 
in diameter, what should be the diameter of a 
globe representing the sun on the same scale ? 
How far apart should the two globes be placed ? 

If a circle four feet in diameter is drawn on the 
blackboard to represent the sun, how large a 
circle on the same scale would represent the earth ? 

How far apart should the two circles be placed ? 

Why are the lines pointing toward Polaris in 
Fig. 3 parallel ? 

Why are the sun's rays which reach the earth 
parallel, as in Fig. 6 ? On account of the distance 
of Polaris and the sun from the earth. 

Why does not the sun look like other stars ? 
It is nearer to the earth than other stars. 



PAGES 9-21 7 

On a clear night observe the north star and the 
Great Dipper and map their positions, and again 
several hours later. What change ? Explain. 

An understanding of the change of seasons 
requires a considerable power of constructive 
imagination not always possessed by grade pupils, 
and the subject belongs logically to the high school. 
Failure to master it is partly due to lack of obser- 
vation of the actual points of sunrise and sunset 
and the path of the sun in the heavens at dif- 
ferent times of the year. The varying length of 
the day, a fact familiar to the uneducated, is 
strangely neglected in teaching. The apparent 
path of the sun in the heavens at different seasons 
is the important fact in geography. The explana- 
tion of it belongs to astronomy. 

From some point having a horizon as little 
obstructed as possible (the upper floor or tower 
of a school building is often favorable) observe the 
place where the sun rises and sets once a month 
from December to June, also the height of the 
sun above the southern horizon at noon. 

What has the daily path of the sun in the 
heavens to do with the length of the day ? 

Why is it warmer in the United States in July 
than in January ? (Two reasons.) 

Mark out on the floor or on the ground a circle 
to represent the orbit of the earth, with a radius of 
93 inches or 93 feet. (Why 93 ?) The orbit is so 



8 EARTH, SUN, AND MOON 

nearly circular, that its ellipticity may be neg- 
lected. Place something at the center to repre- 
sent the sun. A lamp in a darkened room is 
best. To represent the earth carry a small globe 
or ball with an extended axis (an apple or orange 
with a hatpin will answer) around the orbit in 
the proper position (axis inclined 23J from a per- 
pendicular toward the north), and note where the 
vertical and tangent rays strike the globe when the 
northern hemisphere is inclined toward the sun, 
away from the sun and at intermediate positions. 
The simplest apparatus is the best for this purpose. 

Sun and Clock Time. — The sun is on the 
meridian at noon by clock time only four days in 
the year. The column in an almanac headed 
"sun fast" or "sun slow" tells how much it is 
behind or ahead of clock time each day. 

In the northern hemisphere a line toward the 
north star is always so nearly a north-south line 
that the variation is negligible. 

How can a meridian be laid off on the ground 
at night ? 

In what direction is the sun at noon (sun time) ? 

At what hour of any day are shadows shortest ? 

At what hour is the altitude (distance above 
the southern horizon) of the sun greatest ? 

At what minute by standard time does noon 
occur at a place 5 west of the standard meridian ? 
5 east ? 



PAGES 9-21 9 

How can a meridian be laid off on the ground in 
the daytime ? 

Why can a parallel be laid off at sunset or sun- 
rise at the equinoxes ? 

On what day does the sun rise and set farthest 
north? farthest south ? 

On what day is the sun's altitude at noon 
greatest ? least ? 

At what time of the year and of the day does 
the sun shine into north windows ? 

Why does the north star appear to be stationary 
in the heavens ? 

Why does the Great Dipper appear to revolve 
around the north star ? 

Stick paper stars on the inside of an open 
umbrella, hold it overhead with the stick inclined 
toward the north star, and rotate it counter- 
clockwise. Hold the umbrella still and turn 
around clockwise under it. What do these ex- 
periments illustrate ? 

If a person travels northward or southward, 
would he continue to see the same stars ? 

Where would stars be continually setting ? 
rising ? 

Why is the north star on the horizon at the equa- 
tor and in the zenith at the north pole ? 

How could a person determine north latitude 
by observing the north star ? 

If you have a watch which tells Greenwich time, 



IO EARTH, SUN, AND MOON 

how can you determine your longitude any day 
at noon ? 

Could any of these methods of determining 
latitude, longitude, and time be used on a flat 
earth ? 

Where would an object weigh most on a cubic 
earth ? least ? 

Why does an object on our earth weigh a little 
more at the poles than at the equator ? 

Why does a pendulum clock carried toward 
either pole gain time ? 

The altitude of the north star above the north- 
ern horizon is io° higher at one place than at 
another about 690 miles south of it. What does 
this prove as to the size of the earth ? 

Does the fact that people travel around the 
earth and return to their starting point prove that 
the earth is globular ? cylindrical ? top-shaped ? 
any other shape ? 

From a ship at sea the horizon is always cir- 
cular. Only the masts of distant ships are visible. 
Climbing the mast of a ship brings the hulls of 
distant ships into view. The shadow of the earth 
cast upon the moon during an eclipse always has 
a circular outline. 

What do these facts indicate as to the form of 
the earth ? 

The Moon and its phases are of geographical 
importance in three ways : (1) the division of time 



PAGES 9-21 II 

into months (moonths) and weeks, (2) lighting 
the earth by night, and (3) the production of the 
tides. Eclipses belong to astronomy. 

Maps. — No part of geographical instruction 
is more important or more neglected than the 
use of maps. The map is the special and highly 
developed means of expression in geography, and 
no other science possesses anything comparable 
with it. It is a kind of technical language, like 
the signs and symbols in mathematics and chem- 
istry. The student must learn to read it, as he 
must a page of Latin or German, although the 
map is much easier to learn than either of those 
languages. He can learn to understand maps best 
by drawing them. The most valuable projections 
are the globular, stereographic cylindrical, which 
is simpler than Mercator's, and conic. Direc- 
tions for such work will be found in the Labora- 
tory Manual. (Exercises in map reading are 
given in this Teacher's Manual.) 

The Use of Maps and Pictures 
Constant use should be made of the maps and 
pictures, which often supplement as well as 
illustrate the text. Students should be required 
to copy carefully and exactly most of the world 
and continental maps on outlines supplied for the 
purpose. (See p. 73, this manual.) There is no 
better way to gain familiarity with a map and to 



12 EARTH, SUN, AND MOON 

acquire a useful mental map, which is one of the 
main objects of map study, than to copy it. A 
student may make an accurate copy of a map, as 
so many lines and colors, without knowing much 
about what it means. Such mechanical work is of 
little value. Map drawing or copying should be 
done thoughtfully and intelligently for the purpose 
of fixing facts and principles in mind. All labels 
on maps should be in printer's alphabet, not 
script. 

Large-scale wall maps are indispensable for 
good teaching. These may be made by the 
teacher and students. Wall outline maps can 
now be obtained at moderate cost, and save a great 
deal of labor. In transferring the lines from a 
map on Mollweide's projection used in the text 
to an outline on Mercator's projection, great care 
must be taken to place them in correct latitude and 
longitude. Rivers and other features may also 
be used as guides. The lines should be drawn 
first in pencil and then in black or red ink, or in 
two or more colors, with a stub or drawing pen at 
least one sixteenth of an inch broad, so that they 
can be easily seen by every member of a large 
class. For coloring, crayons, -not wax or grease 
crayons, may be used, or colors may be laid on 
with brushes dipped in various inks. "Show- 
card" inks give the most brilliant and enduring 
results. The color scheme of the text should be 



PAGES 9-21 13 

used as nearly as possible. Colors should never 
be used haphazard. The colors of the solar 
spectrum, violet, blue, green, yellow, orange, red, 
from the highest to the lowest degree of the char- 
acter shown, furnish the general scheme, violet 
for the heaviest rainfall, densest vegetation, etc. 
In temperature maps the order is reversed, red 
for the highest, blue for the lowest. Different 
shades or mixtures of color may be used, or one 
part left uncolored. If the whole series of maps 
cannot be made the first term or the first year, the 
work can be accomplished in a longer time. Each 
teacher should be governed by his own peculiar 
conditions and needs. Maps may be added as 
occasion permits or demands. The following list 
comprises the maps of which wall copies are very 
desirable, and should be made ready for use 
before the subject is taken up by the class. The 
more important are starred, the most important 
double starred. 

Figs. 57,* no, 113, 150,* 159,* 160,* 164,** 
165,* 166,* 185,** 188,** 192,** 236, 239, 301,** 
302,** 305,* 307,* 336,** 337,* 339,* 340, 341, 357. 

A clothesline and spring clothespins are pro- 
curable almost anywhere and very convenient 
for the display of maps. No lesson in geography 
which can be illustrated by a map {and there are jew 
which cannot) should ever be given without having 
the appropriate maps hung before the class. Use 



14 EARTH, SUN, AND MOON 

the best map procurable. A railroad folder is 
better than none. A student should never be per- 
mitted to talk about any feature which can be shown 
on a map, without being required to point out that 
feature on a map. This is the most effective way 
to teach locational geography, because the student 
is thus led to associate location with everything 
else he learns about the feature studied. 

Pictures. — Good pictures are now so common 
that a valuable collection to illustrate geography 
can be made in a short time from current periodi- 
cals. The cooperation of students in making 
such a collection is of great value to them and to 
the school. The National Geographic Magazine 
(see p. yj, this manual) is profusely illustrated with 
high-grade pictures. This magazine publishes sev- 
eral volumes of reproductions from its back num- 
bers, called "Scenes from Every Land." Pictures 
should be cut out, mounted on cardboard, labeled, 
and classified. Postcards and photographs now 
so common are often excellent. 

Stereoscopic views can be obtained in great 
variety and at moderate cost. (See p. JJ, this 
manual.) Sets to illustrate the difFerent phases 
of geography are offered. The stereographic pic- 
ture is superior to all others in giving a view of 
objects in perspective, which makes them more 
distinct and real. A dozen instruments, each con- 
taining a view, may be passed around a class in a 



PAGES 24-31 15 

few minutes or left where the students may enjoy 
them at their leisure. 

Lantern slides possess the great advantage of 
being visible to the whole class at once and avail- 
able for recitation and explanation. They should 
be used whenever possible, but always with caution. 
If too many slides are shown at once, only con- 
fused impressions are left in the minds of the class, 
and the exercise is apt to be regarded as merely an 
entertaining show. The lantern-slide habit may 
become one of the poorest methods of teaching. 
Lanterns and slides may be had of many dealers. 



Chapter II 

THE PLAN OF THE EARTH 

Pages 24-31 

A set of good relief wall maps is indispensable 
for efficient teaching. Some of the best are 
named on pp. 73-74, this manual. Whatever map 
is used, the continental or coast shelf, and the dis- 
tinction between the continental platform and the 
oceanic basin should be clearly shown and em- 
phasized. 

Turn to Fig. 16. If the sea level should rise 
1000 feet, what changes would occur in the 
area and form of each land mass ? 



1 6 THE PLAN OF THE EARTH 

Would coast lines be more or less regular than 
now ? 

What continents would be left ? 

What land mass has the greatest extent in lati- 
tude ? in longitude ? 

What continents are triangular, tapering 
toward the south ? 

What parallel has the greatest portion of its 
length on land ? on water ? 

What meridian has the greatest portion of its 
length on land ? on water ? 

How does the position of America account for 
its later civilization ? of Australia ? 

Where is the only large plateau above 1 3 , 100 feet ? 

What continent has the largest area above 
3300 feet ? 

What continent has the largest portion of its 
area below 990 feet ? second largest ? 

If the sea level should fall 660 feet, what conti- 
nent would gain most in area ? what ocean would 
lose most ? What would be the general effect 
upon coast lines ? 

In what ocean are most of the "deeps" near 
land ? far from land ? 

What ocean has no deeps ? 

What ocean has a ridge extending through the 
middle ? 

What ocean connects the north and south 
polar regions ? 



PAGES 32-35 17 

Are arms of the sea usually shallow ? Where 
are they deepest ? 

Where are islands most numerous ? Do they 
usually rise from deep or shallow water ? 

If all the land were in one continental mass, the 
interior would suffer from extremes of tempera- 
ture and lack of rainfall, and would be difficult of 
access. If the land were broken into small 
islands, only small and isolated groups of men 
could be supported. 

What continent is too large to be favorable for 
a high civilization ? too small ? 

Why is Europe specially favorable for the home 
of civilized peoples ? 

What continent is second only to Europe ? 
Why? 



Chapter III 

WORLD ECONOMY 

Pages 32-33 

This chapter presents the broad, fundamental 
relationships of geography which the teacher 
and student should have in mind while studying 
the details which follow. It should be discussed 
with the class and taught until these relationships 
are fairly understood. A full appreciation of 

MAN. TO DR. H. S. G. — 2 



1 8 THE LAND 

them at this stage is not to be expected, but the 
student will be prepared to see the place which 
the topics of each chapter occupy in the general 
organization of the science. The last paragraph 
indicates and defines the nature and scope of 
the science of geography. Is the subject suffi- 
ciently comprehensive and important to be wor- 
thy of serious and prolonged study in schools 
of every grade ? 



Chapter IV 

THE LAND 

Pages 36-71 

Fieldwork. — Most high school students have 
acquired incidentally some knowledge of the 
things discussed in Chapters IV and V, but field 
and laboratory work are essential to make their 
knowledge wider and more definite by actual 
observation. A city school is at slight disad- 
vantage in this respect in comparison with coun- 
try schools, because car lines usually furnish 
transportation to the country in many directions. 
No teacher is prepared to teach geography until 
he has a sufficient knowledge of the field around 
his school. The rule that a teacher should never 
take a class into the field without knowing exactly 



PAGES 36-71 19 

what they are going to see can be violated only 
at serious peril. Things which can be seen in 
the field vary so much in different localities that 
no exact instructions can be given. Take the 
field as you find it and use it for all it is worth. 
Field studies cannot be divided up and confined 
to one topic, as book lessons can. A single ex- 
cursion furnishes material for lessons on many 
topics of structure, relief, gradation, etc. Each 
student should be supplied with an outline of the 
main points he is expected to see, preferably 
in the form of questions, answers to which he is 
to find in the field. The spirit of such work is 
well expressed in Geddes' definition of nature 
study as "the habit of observing and thinking 
for one's self and at one's best, without books or 
helps, in presence of the facts and in the open 
air." The function of the teacher is to guide 
the student to see and think for himself. Some 
things may be told, but not too much. The field 
excursion should be immediately followed by one 
or more class periods spent in discussion of what 
has been seen, that the student's work may be 
tested and corrected. Errors are best corrected 
by a second visit to the same field. 

The class should visit sand and gravel pits, 
excavations for cellars, sewers, and ditches, rail- 
road and highway cuts, stream banks and bluffs, 
quarries and natural outcrops of bed rock, some 



20 THE LAND 

of which are always accessible. A study should 
be made of the area of most varied relief within 
reach, where examples of plains, plateaus, hills, 
valleys, and basins, at least in miniature, may be 
seen. The form is more essential than the size, 
and all the principal forms may sometimes be 
found in the space of a few acres. 

Structure deals with materials and their arrange- 
ment. To understand the structure of the earth 
it is necessary to think and to know below its 
surface ; that is, clear through it. Structure 
has much to do with relief and includes soils 
and useful minerals. 

Relief deals with the forms which occur upon 
the surface of the rock sphere, and is more im- 
portant in geography than structure. 

Is the surface of the country where you live 
smooth or rough ? hilly or mountainous ? 

Is it a plain or a plateau ? 

What is its elevation above sea level ? 

Are the valleys shallow or deep ? narrow or 
wide ? 

Are the slopes gentle or steep ? 

Are the largest level areas on the uplands or in 
the valley bottoms ? 

Are the streams swift and broken by falls and 
rapids, or slow and crooked ? 

In what stage of degradation or dissection is it, 
young, mature, or old ? 



PAGES 36-71 21 

Are the wagon roads straight or crooked ? level 
or up hill and down ? 

If they are crooked anywhere, what is the 
reason ? 

Do the railroads run across the country in al- 
most every direction, or is their course deter- 
mined by the relief ? 

Are there many "cuts and fills" along the line ? 

Why do the railroads often follow streams ? 

What has determined the location of the towns ? 
of the farmhouses ? 

Are some of the farms more easily tilled and 
some less ? Why ? 

How do the farms differ in the cost of getting 
crops to the barn and produce to market ? 

Why are some farms worth more per acre, not 
counting cost of buildings, than others ? 

Are there any cliffs or bluffs in your neighbor- 
hood ? If so, were they made by streams ? 

Are the elevations due to aggradation or to the 
degradation of the lower lands around them ? 

Figure 57 shows the general relations of geologi- 
cal structure to relief forms and contains as much 
geological information as is necessary for the 
student of elementary geography. The black 
lines bound relief features and the colors show 
structure and geological age. The division is 
based upon the characters of the earth crust, and 
the provinces are of the same order as those based 



22 GRADATION BY RUNNING WATER 

upon climate in Fig. 188 and vegetation in Fig. 
192. The provinces may be drawn with ink 
upon a colored relief map, and labeled. 

What materials obtained from the earth crust 
are used in your vicinity ? 

Are there any gravel pits ? sand pits ? clay 
pits ? 

What is the material obtained from each used 
for? 

Are there any quarries ? 

Is the material quarried shale, limestone, sand- 
stone, granite, or some other kind of rock ? 

What is it used for ? 

Are there any mines, deep excavations, or 
borings ? 

If so, what is obtained from them ? 

What is it used for ? 



Chapter V 

GRADATION BY RUNNING WATER 

Pages 72-94 

Weathering and the work of running water 
cannot be effectively taught without study in 
the field, and fortunately they can be studied 
almost anywhere. These processes are constantly 
going on in the vicinity of every school. A small 



PAGES 72-94 23 

stream is generally better for study than a large 
one, because the whole or a large part of its 
course is easily accessible. 

Under what conditions are stream valleys 
shallow ? 

What conditions favor rapid deepening of 
valleys ? 

What are the causes of floods in streams ? 

What effect have they in the upper course of 
a river ? in the lower course ? at the mouth ? 

Why is the St. Lawrence River always nearly 
bank full, yet never overflows ? 

How has the Colorado River been able to cut a 
series of canons one half mile to a mile deep 
through an arid country ? 

Why has it cut canons and not a wide valley ? 

In what stage of erosion, young, mature, or old, 
is the area shown in Fig. 28 ? Why ? In the west- 
ern part of Fig. 35 ? the eastern ? in Fig. 38 ? in 
Fig. 42 ? in Fig. 43 ? in Fig. 45 ? in Fig. 46 ? in 
Fig. 47 ? in Fig. 73 ? in Fig. 78 ? 

What differences of stream work in the right and 
left halves of Fig. 68 ? 

What changes will take place in the future in 
the Niagara River in the southern part of Fig. 
80 r 

How does the manner in which the gorge of 
the Niagara has been made differ from that of the 
Susquehanna, Fig. 44 ? 



24 FXONOMIC RELATIONS OF STREAMS 

Chapter VI 

THE ECONOMIC RELATIONS OF STREAMS 
Pages 9 S-i 1 1 

Are there any swamps, marshes, or poorly 
drained areas in your vicinity ? 

Did any once exist which have been artificially 
drained ? 

How was it done ? 

How could existing wet areas be drained ? 

Is there any land which has been tile drained ? 

Any which would be improved by tile drain- 
age ? 

Do you know of any lands where drainage is 
too rapid ? 

What is the effect of too rapid drainage ? 

Has stream erosion exposed any valuable stone 
or minerals in your vicinity ? 

Where are you likely to find exposures of bed 
rock ? \ 

Can you learn anything from stream cuts into 
bed rock ? 

Is the rock stratified ? 

Are there any fossils in it ? 

Do you know of any rough tracts of land ? 

Have they been dissected (cut up) and made 
rough by stream erosion ? 

When you go out for a picnic or pleasure trip, 



PAGES 95-1 1 1 25 

do you prefer to visit smooth, level country or 
valleys and hills ? Why ? 

Have you visited any place on account of its 
attractive scenery ? 

What makes it attractive ? 

Has the beautiful scenery any value ? 

Does it bring any income to its owners or to 
the people living in or near it ? 

What is the source of water supply to your 
home, school, or town ? 

Is it good water ? If not, why not ? 

How could a better or larger supply be obtained ? 

Do you ever go fishing ? 

Do you go for fun or for fish ? 

What kind of fish do you,catch ? 

Do you live near any navigable stream ? 

Is it used for pleasure boating only, or for 
transportation of goods also ? 

What has been done or could be done to improve 
navigation ? 

Are there periods of high water and low water ? 

How much does the stream at high water rise 
above the level of low water ? 

Is it subject to floods ? 

What are the advantages and disadvantages 
of the floods ? 

Are there an}^ water powers in your neighbor- 
hood ? 

If so, are they utilized ? 



26 ECONOMIC RELATIONS OF STREAMS 

If not utilized, why not ? How could they be 
utilized ? 

What are the conditions which make streams 
valuable or worthless for navigation ? for power ? 

Is any stream near you used for irrigation ? 

Could any so be used ? 

Why is it not used ? 

The work of streams upon the land is often called 
land sculpture. Why ? 

How do the things named in parenthesis in each 
case account for the different patterns of relief 
produced by * land sculpture : in the Sierra 
Nevada, Fig. 40 (glaciers) ; on the shore of Lake 
Michigan, Fig. 35 (clay) ; on the Mesa Verde, 
Fig. 38 (hard horizontal strata) ; in the Appala- 
chians, Fig. 44 (hard tilted strata) ; on Mt. Shasta, 
Fig. 51 (volcanic material); on the plateau, Fig. 
78 (soft horizontal strata) ? 

What are the difficulties of navigation on a 
river like that of Fig. 98 ? 

What are the difficulties of utilizing the country 
on either side ? 

At what points are cut-offs likely to occur ? 

How might they affect the town of Greenville r 

Why is the steamer, Fig. 101, made so broad 
and flat bottomed ? 

Why is the steamer, Fig. 91, of different shape ? 



PAGES 1 1 2-1 23 27 

Chapter VII 

GRADATION BY ICE 
Pages 112-123 

Why are glaciers larger in Alaska than in the 
Alps ? 

If a glacier melts entirely away, what evidences 
of its former existence would remain ? 

Compare and contrast the behavior of a valley 
glacier with that of a river. 

What forms of glacial drift roughen the sur- 
face of the United States ? 

See Figs. 45 (marginal moraine), 47 (kame), 
112, 114, 115. 

Did the glacial drift generally make the surface 
rougher or smoother than before ? See Figs. 34 
and 35. 

Why is the glacial drift generally a productive 
and enduring soil ? 

How can you determine whether the region 
in which you live is covered with glacial drift ? 

How can the depth and composition of glacial 
drift be determined ? 

Large masses of metallic copper, some of which 
are planed and scratched, are often found in In- 
diana, Illinois, and Michigan. Account for them. 

Nearly every locality north of the glacial 
boundary (Fig. 113) displays some glacial features, 



28 STANDING WATER 

generally of a large and striking character. Gla- 
cial drift in the form of a sheet of clay, from a 
few feet to hundreds of feet thick, containing 
bowlders of foreign rock, many of which are planed 
and scratched, covers the territory and forms the 
predominant soil. Morainic ridges and hills, 
lakes, marshes, and drumlins are widespread, and 
eskers and kames are numerous. That a student 
in the United States can pick out of a gravel pit 
scores of specimens of rock, all of which were 
brought from Canada by an ice sheet, is a suffi- 
ciently easy and impressive lesson in physical 
geography. 



Chapter VIII 

STANDING WATER 
Pages 1 2 4-1 j i 

Are there any lakes or ponds near your home ? 
If so, how large are they ? how deep ? 

Are the shores and bottom bed rock or mantle 
rock ? 

How was the basin made ? 

Is the water held up by a dam ? If so, is the 
dam natural or artificial ? 

Do plants grow in the lake ? at what depth ? 

What animals live wholly or partly in the lake ? 

Of what use are the lakes ? 



PAGES 124-13 1 29 

What would be gained by the community if 
they were drained or filled up ? what would 
be lost ? 

Is the lake as valuable, on the whole, as an equal 
area of land ? 

In the glaciated area lakes are so numerous as 
to be generally accessible to all. No more attrac- 
tive feature for field study can be found. If a 
small lake is at hand, a survey and contoured 
map of the bottom may be easily made. Meas- 
ure and mark off* a parallelogram inclosing the 
lake. Measure the distance / of the lake shore 
from the sides of the parallelogram at a sufficient 
number of points and draw the shore line. The 
depth may be measured by sounding with a 
weighted tapeline. This must be done with a 
boat or through holes cut in the ice in winter. 
Mark by stakes set on the opposite shores a series 
of cross lines. Row a boat along each line, using 
the stakes as guides, and take soundings at uniform 
intervals, say 100 or 200 feet, bringing the boat 
to a dead stop at each sounding. By practice 
an oarsman can learn to row a uniform distance 
with a given number (say ten) of strokes, and 
in this way the distance between soundings can 
be measured with sufficient accuracy. In winter, 
holes in the ice may be cut at regular intervals 
along the cross lines. Plot the soundings upon 
a map of the lake and draw contour lines connect- 



30 GRADATION BY GROUND WATER 

ing places of equal depth. It is easier to make a 
contour map of a lake bottom than of a land area. 
Bars, beaches, lagoons, cliffs, and perhaps spits, 
deltas, and other coast forms may be found in 
miniature. Plant life and the growth of peat 
slowly filling the lake, and the arrangement of 
vegetation in zones around it (see Figs. 124 and 
189) according to the quantity of ground water, 
are often conspicuous. The clear water of the 
outlet in contrast with turbid streams flowing in 
and the gradual filling of the basin with sediment 
should be noticed. An artificial pond may ex- 
hibit many of the same features and processes. 



Chapter IX 

GRADATION BY GROUND WATER AND WIND 

Pages 132-138 

What is the source of ground water ? 

How can the water table stand higher under a 
hilltop than in the valley below ? 

Why is a good supply of water in a well more 
often found in gravel than in any other material ? 

Why is it often possible to pump a well dry ? 

The level of the water table now stands many 
feet lower near some towns than it did fifty years 
ago. Explain. 



PAGES 139-149 31 

A certain city is underlaid by coarse sand more 
than 100 feet deep. How does this affect the drain- 
age of cellars and streets ? the quantity and 
quality of well water ? 

In some limestone districts water supply from 
wells is impossible. Explain. 

In some parts of the Sahara, south of the Atlas 
Mountains, artesian wells are common. Explain. 

Why does a water supply from an artesian well 
in a desert seem to some of the natives miraculous ? 

Why is the water from a well 50 to 100 feet deep 
cool or cold in summer ? Is its temperature the 
same in winter ? Why ? 

Why is the temperature of the water from a 
very deep well usually high ? 

There are many flowing wells in the glacial 
drift, the water rising from a gravel bed which 
outcrops at a higher level. Illustrate by a dia- 
gram. 



Chapter X 

SOILS 

Pages 139-149 

The United States Department of Agriculture 

is conducting a soil survey in most of the states, 

in which the state governments are generally 



32 THE SEA. COASTS AND PORTS 

cooperating. Soil maps are published by counties 
and may be obtained free of cost on application 
to the proper officers. Every school should pos- 
sess a copy of the soil map, if published, of the 
county in which it is situated. The varieties of 
soil in the school territory, and the natural vege- 
tation and agricultural crops adapted to each, 
furnish large opportunity for field studies. 

Find areas of clay, sand, loam, gravel, and muck, 
and note the plants growing upon each. 

Map, Fig. 140. A map on this small scale 
can show only the general character of the soil 
over large areas and not the numerous local varia- 
tions. It should be compared and correlated 
with Figs. 16 and 57. 



Chapters XI and XII 

THE SEA. COASTS AND PORTS 

Pages 1 50-1 7 1 

What natural factors make the north Atlantic 
the most important body of water in the world ? 

What natural conditions render the Pacific of 
less importance than the Atlantic ? the Indian 
of less importance than the Pacific ? 

How has the Suez canal affected the use of the 
Indian Ocean ? 



PAGES 150-171 33 

How will the Panama canal affect the impor- 
tance of the Pacific ? of the Indian ? 

What choice of routes is open for the transpor- 
tation of troops between the United States and 
the Philippines ? 

Why is the Southern Ocean more useful than the 
Arctic ? 

What has the Gulf Stream to do with the cli- 
mate of North America ? of Europe ? (Fig. 
150.) 

What effect has the Kurosiwo on the climate of 
Alaska ? 

Why is the California current cool ? 

What contrasts of currents and temperatures 
on the east and west sides of South America? 
of South Africa ? of Australia ? 

Why is the temperature of the north Pacific 
lower than that of the Atlantic in the same lati- 
tude ? 

What is the cause of the difference between the 
summer and the winter currents in the Indian 
ocean ? (See Figs. 171 and 172.) 

Why is there no great seaport on the west coast 
of Norway ? 

Is it probable that there will ever be a great 
seaport in the coast of Alaska ? Why ? 

Which is more favorable for the site of one great 
seaport, Puget Sound or San Francisco Bay ? 
Why? 

MAN. TO DR. H. S. G. — <$ 



34 THE SEA. COASTS AND PORTS 

Why is there no first-class seaport between 
San Francisco and Cape Horn ? 

Why are there ten great seaports in northwest- 
ern Europe ? six on Mediterranean waters ? six 
on the east coast of South America ? 

Why are there five great seaports on the Atlan- 
tic coast of North America north of Cape Hatteras 
and none south of it ? 

What makes New York the greatest seaport 
in the world ? 

Why is the importance of the Gulf and West 
Indian ports likely to increase in the immediate 
future ? 

Why is Cape Town the greatest seaport in 
Africa south of Gibraltar ? 

Account for Bombay, Calcutta, Singapore, 
Victoria (Hongkong), Shanghai, Tientsin, Naga- 
saki, Yokohama, and Manila. 

Why are the great ports of Australia on the 
southeast coast ? 

Why are Honolulu and Samoa called "the cross- 
roads of the Pacific" ? 

Refer to Fig. 150. The ocean currents are the 
most important features of this map, and if colors 
for temperature are omitted, can be copied in a 
few minutes with brush and red ink for warm 
currents and blue ink for cold. It should be corre- 
lated with Figs. 171 and 172. 



PAGES 172-192 35 

Chapter XIII 

THE ATMOSPHERE 
Pages IJ2-IQ2 

Good thermometers can be bought for about 
35 cents. They should contain nothing but mer- 
cury. The colored liquid in some thermometers 
is alcohol, and such instruments are of inferior 
value. The scale should not extend above 120 
or (usually) below — 20 , and the tube should 
be of such shape as to magnify the mercury col- 
umn for easy reading. Such cheap instruments 
should be tested by comparison with a standard 
thermometer. For weather observation the ther- 
mometer should be securely fastened on the north 
side of a post in an open space or placed as nearly 
as possible in such conditions. Every student 
should become as familiar with thermometer 
reading as with telling time by a clock. 

The teacher should not fail to make a barom- 
eter in the presence of the class by filling a 
glass tube 32 inches long with mercury and in- 
verting it in a cup of mercury, as shown in Fig. 
163. Mercury may be poured in through a funnel 
and rubber tube connector, the funnel removed 
and the finger placed over the mouth of the tube 
until it is immersed in the mercury in the cup. 
This is the only essential part of every mercurial 



36 THE ATMOSPHERE 

barometer, and may be used by fastening it to a 
board and measuring with a yardstick the differ- 
ence of level between the mercury surfaces in 
the cup and in the tube. 

A list of instruments which should be obtained, 
whenever possible, and used in the study of 
weather and climate is given on pp. 75-76. 

What data must any one have in order to draw 
an isotherm ? (Figs. 159 and 160.) 

How are such data obtained ? 

Why do isotherms extend in a general east- 
west direction ? 

How and why do their positions shift in the 
course of a year ? 

W T hy are they crooked ? 

Why more crooked north of the equator than 
south of it ? 

What is the heat equator ? 

Why is it farther from the geographical equator 
in July than in January ? 

Account for the position of the regions of 
highest and of lowest temperature in July and in 
January. 

What is indicated by the bending of an iso- 
therm away from the equator ? toward the equa- 
tor ? 

Compare the following temperatures in the same 
latitude and account for their differences : In 
July and in January, the west coast, the interior, 



PAGES 172-192 37 

and the east coast of North America. In Janu- 
ary, the west side and the east side of the north 
Atlantic ocean. In January, the west coast and 
the east coast of South America and of South 
Africa. 

Account for the north-south course of the iso- 
therms in western Europe in January. 

Account for the large range of temperature 
in the interior of northern North America and in 
northeastern Asia (Fig. 161); for the small range 
over the north Atlantic Ocean ; for the smaller 
ranges in the southern hemisphere than in the 
northern ; for the small range in equatorial regions. 

Why are temperature zones bounded by the 
tropics and polar circles inaccurate and unsatis- 
factory ? 

Refer to Figures 162 and 164. Compare these 
two schemes of temperature zones and determine 
the advantages and disadvantages of each. 

Refer to Figure 164. Why is the south polar 
cap larger than the north ? What are the tem- 
perature conditions along the middle line of the 
cold temperate belt ? of the subtropical belt ? 
Why are the intemperate areas so large in the 
northern hemisphere ? 

Figure 164 maybe drawn and colored. It is one 
of the most important maps in the text because 
it forms the basis for Figs. 188, 192, and 301. A 
thorough study of it is essential. 



38 THE ATMOSPHERE 

Figures 165 and 166 are indispensable for teach- 
ing the relations of pressure and winds, the result- 
ing wind belts (Fig. 170), and the monsoons. 

Refer to Figures 165, 166, 171, and 172. Why 
is the pressure low near the equator ? in the 
polar regions ? 

Why is it generally high near the tropics ? 

Why is the pressure low over central Asia in 
July ? high in January ? 

Account for the areas of high pressure over the 
north Atlantic and north Pacific in July; for 
the areas of low pressure around Iceland and 
the Aleutian Islands in January; for the belt 
of high pressure along the tropic of Capricorn in 

July. 

How does the air move over and around the 
centers of high pressure ? over and around the 
centers of low pressure ? 

Why are the westerlies stronger and steadier 
in the southern hemisphere than in the northern ? 

Why are the westerlies stronger over the north- 
ern oceans in winter than in summer ? 

What effect has the low pressure over Asia in 
summer upon the winds of the Indian and Pacific 
oceans ? 

Figures 168, 169, and 170 are key diagrams 
which should be memorized by the student. 

Figures 177, 178, 179, 180. Large maps showing 
similar features may be obtained free of charge 



PAGES 193-216 39 

from the Chief of the Weather Bureau, Washing- 
ton, D.C., and smaller ones from the nearest 
Weather Bureau station. 



Chapter XIV 

MOISTURE IN THE AIR 
Pages 193-216 

Figure 185 should be copied and colored, the 
areas of heaviest rainfall dark blue, of heavy 
rainfall light blue or green, of light rainfall 
yellow or brown, of lightest rainfall red or un- 
colored. 

Refer to Figures 185, 186, and 187. Account 
for the quantity and seasonal distribution of rain- 
fall in the following regions: the Amazon basin; 
the Brazilian plateau ; the west coast of South 
America from the equator to S. Lat. 35 ; southern 
South America ; Central America and the West 
Indies ; southwestern United States and north- 
western Mexico; the Pacific coast of North 
America north of Lat. 40 ; the interior of North 
America ; northern North America ; North America 
east of Long. ioo°; Greenland; western Europe; 
the Mediterranean region ; the interior of Eurasia ; 
southeastern Asia; the Malay archipelago; 
New Zealand ; eastern Australia; central and 



4-0 CLIMATE. PLANT REGIONS 

western Australia ; central Africa ; South Africa 
north Africa and Arabia. 



Chapters XV and XVI 

CLIMATE. PLANT REGIONS 
Pages 21^-242 

Figure 188 serves well with lines only, but a 
copy showing the five classes or twelve types in 
colors would be more graphic. It should be com- 
pared with Figs. 164 and 185. 

Figure 192 should be copied in colors. 

Refer to Figures 188 and 192. What is the 
vegetation in the climatic regions of the Amazon 
type ? Why ? 

In what climatic regions do savannas prevail ? 
why? 

What is the relation between deserts and the 
Arizonian type of climate ? 

Why are regions of the Interior type mostly 
occupied by steppe and desert ? 

What vegetation is common in regions of the 
Mississippian and Floridian types ? 

Why do coniferous forests cover the regions of 
the Alaskan and Canadian types ? 

To what climatic regions are tundras and ice 
deserts confined ? 



PAGES 217-242 41 

In what climates do tropical dry forest and 
scrub occur ? 

The climate does not usually vary sufficiently 
in different parts of the home region of any school 
to affect the vegetation, but well-marked differ- 
ences may be found in the plants of even a small 
area, due to variations of soil water. (See p. 147.) 
Water plants may be found in a stream, pond, or 
lake, marsh plants along the shores and in any 
poorly drained spot, drouth plants on a sandy 
ridge or hill, and intermediate plants almost any- 
where. In well-settled regions the forested areas 
are remnants left from the clearing of the country 
for farming purposes, and their location is usually 
determined by accident or convenience. The 
rough, wet, or less fertile land is more likely to be 
left uncleared. The following common plants 
characteristic of certain soils and locations may 
be looked for : water lily, water cress, pondweed, 
deer moss, arrowleaf, skunk cabbage, cat-tail, 
sweet flag, marsh marigold, willow, alder, button- 
bush, huckleberry, cranberry, buttercup, tama- 
rack, cypress, arbor vitae, soft maple, elm, ash, 
sycamore, white oak, walnut, poplar, beech, 
hard maple, scrub or pin oak, sand bur, white 
cedar, pine, hemlock. 



42 THE HUMAN SPECIES 

Chapter XVII 

THE GEOGRAPHY OF ANIMALS 

Pages 243-254 

Compare a fish, a cat, and a bird as to the 
adaptation of each to its environment. 

Compare the caribou and the lion as to the 
adaptation of each to its food. 

Select from the pictures good specimens of 
swimmers, walkers, runners, climbers, fliers, and 
jumpers. 



Chapter XVIII 

THE HUMAN SPECIES 

Pages 255-262 

Of what value to a child is his habit of handling 
all sorts of objects ? 

How does a child obtain his first knowledge of 
form, hardness, and weight ? 

What is the physiological basis of "manual 
training" in education ? 

Refer to Figure 236. Why is the largest area 
of dense population in North America east of 
the 100th meridian ? 

How do the dense populations of India, China, 



PAGES 263-288 43 

and Japan support themselves ? Why is north- 
eastern Asia so sparsely populated ? 

Explain the one-sided distribution of popula- 
tion in Australia. 

Why is central Africa more densely populated 
than central South America ? 

Account for the dense population along the 
lower Nile River. 

Valuable exercises on this map (Fig. 236) may 
be continued almost indefinitely by comparison 
with Figs. 16, 57, 140, 164, 185, 188, 192. 



Chapter XIX 

NATURAL RESOURCES AND FOOD SUPPLY 

Pages 263-288 

What does Fig. 237 show as to Australian food, 
clothing, and weapons ? 

Why is primitive agriculture (hoe culture) 
generally carried on by women ? 

Why does agriculture favor a higher civiliza- 
tion than hunting and fishing ? 

Why is field culture more favorable to a high 
degree of civilization than hoe culture or planta- 
tion culture ? 

Why are the cereal grains the most valuable 
of all agricultural products ? 



44 NATURAL RESOURCES 

What advantages arise from the domestication 
of animals ? 

What are the staple articles of food used by 
the nomads of the Eurasian steppes ? Of what 
materials are their clothing and tents ? 

Why is the promised land of the Israelites de- 
scribed in the Bible as "a land flowing with milk 
and honey" ? 

Why did the cowboys of the North American 
steppe have no families, live without tents, use 
no milk or butter, and carry a lasso ? (Fig. 253.) 

What are the advantages of the horse over 
every other means of animal locomotion ? 

Why has the dog been so intimately domesti- 
cated ? 

Would it be a gain or loss to the human race if 
the yeast plant should be exterminated ? 

Distinguish between coconut, cocoa, and coca. 

Is the consumption of quinine likely to de- 
crease or increase in the future ? Why ? 

Figure 239. Instructive correlations may be 
found by comparison of this map with Figs. 57, 
140, 164, 185, 188, 192, and 236. 



PAGES 289-307 45 

Chapter XX 

CLOTHING AND CONSTRUCTIVE MATERIALS 

Pages 2S9-307 

Why is clothing more a matter of convenience 
and fashion than of natural necessity ? 

What fibers were used for clothing in the United 
States before cotton became cheap and plentiful ? 

Why was leather a common material for cloth- 
ing in the middle ages ? 

What are the objections to a leather suit which 
might last a lifetime ? 

Do the same objections apply to leather shoes ? 

Why is linen inferior to cotton for ordinary 
clothing ? 

In what way is men's clothing inferior to 
women's ? 

Which is better adapted for work and active 
business, men's clothing or women's ? 

In what qualities are furs superior to textiles 
for clothing ? 

Why are log houses common in Canada and 
Russia ? 

What conditions favor the use of sod houses ? 

Why has the conservation of forests been hith- 
erto neglected in the United States ? 

Why should the science of forestry be studied 
in the United States ? 



46 CLOTHING MATERIALS 

What serious results would follow from a scar- 
city of material for paper making ? 

What is the difference between mortar and 
cement ? 

Why is concrete displacing natural stone for 
building purposes ? 

Which is of more value to the human race, 
clay or marble ? coal or diamonds ? iron or gold ? 

Imagine the immediate, more remote, and final 
results if all the metallic iron in the world should, 
by some magic, disappear. 

Why is iron the physical basis of civilization 
and the best measure of industrial progress ? 

What other metals could, to some extent, take 
the place of iron ? 

Why could they not fill its place completely ? 
Why is not tin worth as much per ounce as silver ? 

If a cheap process for the extraction of alumi- 
num from its ores could be invented, could it take 
the place of iron, copper, silver, and tin ? 

Why does gold sell for twenty to thirty times 
as much in the market as silver ? 

What becomes of the large annual output of 
gold ? 

Is any considerable quantity of it destroyed ? 

If it accumulates at an increasingly high rate, 
will it not become so plentiful as to decline in 
value ? 

What would be the result of cheap gold ? 



PAGES 308-317 47 

What are the uses and advantages of the ma- 
chines mentioned on p. 304 ? 

Why is "the nitrogen problem" of prime im- 
portance ? (See pp. 145, 146, 173, 226.) 



Chapter XXI 

HEAT, LIGHT, AND POWER 

Pages 308-317 

What is the man in Fig. 284 doing with the 
stick in his hands ? What is the little heap near 
the lower end of the stick ? 

Why is "the fire on the hearth" the center of 
domestic life ? 

What is "the coal problem" of the future ? 
What seems likely to be its solution ? 

What part does electricity play in the use of 
power ? 

What are the advantages and disadvantages of 
water power compared with coal and wind ? 

Why is Niagara Falls the most valuable single 
water power in the world ? 

What will be the result of the transmission of 
Niagara hydroelectric power along the line of 
the Erie canal ? of its general distribution through 
the agricultural districts within 250 miles ? 



48 MANUFACTURE AND TRANSPORTATION 

Chapter XXII 

MANUFACTURE, TRADE, AND TRANSPORTA- 
TION 

Pages 318-327 

Why does the United States exceed all other 
countries in value of manufactures ? 

How does trade change the environment of any 
community ? 

Why are railroads the best roads constructed ? 

What are the advantages of paving ? How 
do good roads in any productive community pay 
for their cost in a short time ? 

Why did capitalists invest $8,000,000 in the 
Forth bridge and $13,000,000 in the Simplon 
tunnel ? 

Why has the Pennsylvania Railroad Co. spent 
$50,000,000 in a tunnel under the Palisades, 
Hudson River, Manhattan Island and East River ? 
(See Fig. 155.) 

W T hy has the United Kingdom a larger foreign 
commerce than any other country ? 

Why have Belgium and the Netherlands a 
larger foreign commerce in proportion to popula- 
tion than Great Britain ? 

Why has the United States a small foreign 
commerce in proportion to population ? (See 
table, pp. 516, 517.) 



PAGES 331-355 49 

What part do grass, trees, coal, iron, and copper 
play in civilization ? 

What natural conditions make the United 
States the most favored country in the world ? 

The human race has existed upon the earth 
500,000 years. Why has it become highly civil- 
ized only within the last 5000 years ? 

Is it likely to make more 'progress in the next 
5000 years ? 

How large a population could the natural re- 
sources of the world support ? 



Chapter XXIII and XXIV 
NATURAL PROVINCES. NORTH AMERICA 

Pages 331-355 
In the study of regional geography (Part III 
of the text) the main purpose is to discover how 
the natural environment influences or controls 
human life, and the various ways in which human 
life responds to the environment and reacts upon 
it. To understand such relations the student 
must know (1) the natural features and condi- 
tions of the region, and (2) the human activities 
which prevail there. 

The most important natural factors in any 
region are : 1 . Physiographic or Pedo graphic 
(Greek pedon, the ground) factors, the structure 

MAN. TO DR. H. S. G. — 4 



50 NATURAL PROVINCES 

and relief of the earth crust, including soils and 
minerals, which largely determine drainage, 
accessibility, arability, agriculture, and industry. 

2. Hydrographic factors, the forms of water, 
as streams, lakes, glaciers, and ground water 
which influence topography, travel, transporta- 
tion, water supply, water power, irrigation, etc. 

3. Climatic factors, chiefly temperature, winds, 
and rainfall, which control vegetation, and to a 
large extent the food, clothing, shelter, and domes- 
tic habits of the people. 

4. Phytographic factors, the plants, natural and 
introduced, which flourish there and determine 
agricultural crops, food supply, and the capacity 
of the region to support population. 

5. Zoo graphic factors, the animals, wild and 
domesticated, which help or hinder men in getting 
a living ; among these are man's best friends, as 
the horse, cow, pig, and fowl, and his worst 
enemies, as flies and mosquitoes, which carry 
disease germs. 

These natural factors, in their general relations 
to human life, have all been discussed in Parts 
I and II. In Part III the same factors and 
relations are studied more closely, as they are 
found in different natural environments. The 
division of the land into natural provinces is 
based upon the temperature belts and rainfall 
regions, as shown in Chapters XIII to XV. It is 



PAGES 331-355 5* 

advisable to begin with a thorough review of Fig. 
164 with p. 181, and Fig. 185 with pp. 212-218. 
This should be followed by a study of Figs. 188 
and 192. Chapter XXIII should be discussed and 
explained by the teacher with constant reference 
to Fig. 301 and the key, p. 330, until the principles 
are thoroughly understood. No attempt should 
be made to commit to memory {all at once) pp. 
335-339. Figure 307 corresponds closely with Fig. 
188, but is modified in some particulars according 
to Figs. 57 and 192. 

The study of North America may begin with the 
whole of Chapter XXIV and Fig. 302, or the 
parts of the chapter may be taken as needed in 
connection with each of the natural provinces. 
The natural provinces are designed as the 
fundamental units of study and may be taken up 
in the order of the book, which places the most im- 
portant first, or in the order of the simplest first, 
which is easier and more logical. If the latter 
plan is adopted, the class should begin with the 
Greenland province, pp. 512-515. The order, 
then, is the American Arctic province, pp. 51 1— 
512; the Canadian province, pp. 508-511; the 
Alaskan province, pp. 505-508 ; the Arizonan 
province, pp. 400-411; the American Interior 
province, pp. 391-399; the Mexican and Carib- 
bean provinces, Chap. XXXIII; the Californian 
and Oregon provinces, Chap. XXVII, then 



52 NATURAL PROVINCES 

Chaps. XXV and XXVIII. The remaining 
provinces may be studied in the order of the text, 
or the teacher may select such provinces as seem 
most important and interesting, or such as he has 
the best material and facilities for teaching. 
The teacher should not feel bound to follow the 
order of the book, if for any good reason he 
thinks some other order better adapted to the 
conditions and requirements of his school and class. 
Only one rule should never be overlooked. 
The class must have a good knowledge of the 
natural factors of each province, — relief, drainage, 
climate, and plant life, — before taking up the study 
of the people and their activities. For success 
by the method of natural provinces the student 
must be well grounded in the characteristics of 
each type to be studied as given on pp. 335-339 
and in Fig. 301. To take the simplest example, 
the Greenland province. Locate the province 
on Figs. 301 and 302. Learn the structure and 
relief from Figs. 16, 57, and 302, and from a good 
colored relief wall map. Use the index of the 
text to find various statements about Greenland. 
Study paragraph on p. 342, giving special atten- 
tion to the terms "broken block plateau" (see 
p. 63), "ice cap" (see p. 117), "fiords" (see pp. 
163 and 164), and "crystalline rocks" (see pp. 
37 and 38). The climatic conditions are described 
on pp. 222-224 and the vegetation on p. 242. 



PAGES 356-390 53 

With these facts in mind, the student is prepared 
to understand pp. 512-515. The caribou is 
shown in Fig. 213 ; the musk ox, Fig. 216; seal and 
walrus, Fig. 210; an igloo, Fig. 270. The topics 
to be emphasized are : ice cap, ice floe, sea, seal, 
kayak, harpoon, igloo, lamp, dog, sledge. When 
more definite information is needed, use the index 
of the textbook, the dictionary, the encyclopaedia, 
and the reference books. 

Figure 302 is an enlargement of a part of Figs. 
16 and 57 with the addition of details and sub- 
divisions. It can be made by adding physio- 
graphic provinces to a colored relief wall map. 

Figures 305 and 306 are enlarged combinations 
of the fundamental climatic conditions of North 
America. 

Figure 307 is designed to facilitate the location of 
natural provinces by comparison with political 
divisions. It can be made by adding natural 
provinces to a political wall map. 



Chapter XXV 

MISSISSIPPIAN AND FLORIDAN PROVINCES 

Pages 356-390 

Why is the difference between 18 inches of rain- 
fall in the northwestern part of the Mississippian 



54 MISSISSIPPIAN PROVINCES 

province and 50 inches in the southeastern part 
of little importance ? 

Why is the difference in the length of the grow- 
ing season of more importance ? 

Name all the natural factors which determine 
the location of the corn belt (Fig. 308) ; of the 
wheat belt. 

Which of these areas produces the larger quan- 
tity of foodstuff per acre ? 

In what forms do foods derived largely from 
corn reach the table ? those derived from wheat ? 

Why is a bushel of wheat worth about twice 
as much as a bushel of corn ? 

Why are the people of the Mississippian prov- 
ince generally "white bread" eaters ? 

Why do they eat more meat than almost any 
other people ? 

What are the advantages of a combination of 
agriculture and stock raising ? 

Why is the population of the agricultural dis- 
tricts stationary or decreasing ? 

Why are potatoes of less importance in the Mis- 
sissippian province than in Ireland or Germany ? 

Why is this province the richest food-producing 
region in the world ? 

What are the important foodstuffs of the Flo- 
ridan province ? 

Why is corn bread used there more than in the 
Mississippian ? 



PAGES 391-41 1 55 

Why are mules more numerous there than 
horses ? 

Why does not rice hold as important a place 
as in other subtropical provinces ? 

Why is orange growing a hazardous business ? 

Why are not bananas grown ? 

How could the area of sugar production in the 
Atlantic provinces be greatly extended ? 

Make a list of all the products of the Atlantic 
provinces used for food, clothing, and shelter; 
a list of resources used for tools, machinery, and 
power. 

Is there anything lacking in these provinces 
necessary for the support of a large population ? 

What important material used in the industrial 
arts has not yet been produced in these provinces ? 

Make a list of all the natural factors which make 
these provinces a suitable environment for a 
highly civilized people. 



Chapter XXVI 
THE INTERIOR AND ARIZONAN PROVINCES 
Pages 391-4 11 
What are the most prominent natural factors 
in the Interior and Arizonan provinces ? 
How does each affect human progress ? 



56 THE INTERIOR PROVINCES 

How have the unfavorable conditions been to 
some extent overcome ? 

What natural resources enable men to occupy 
these provinces ? 

What factors and resources are due to the 
mountain ranges ? 

What favorable or unfavorable conditions are 
due to the Pacific ranges ? to the Rocky Moun- 
tains ? to the plateaus ? 

How are steppe and desert distinguished ? 

What is the principal occupation and economy 
of the steppe ? 

Can the steppe become the home of a rich and 
populous community ? Why ? 

How can a dense population make a living in 
the desert ? on the mountains ? 

Which are more permanent, steppe, desert, or 
mountain communities ? Why ? 

Which is the safer city for the investment of 
capital, Phoenix, Ariz., or Leadville, Col. ? Why ? 

Why are the Interior and Arizonan provinces 
in some degree tributary to and dependent upon 
the Atlantic and Pacific provinces ? 

Why is the problem of transportation so diffi- 
cult in these provinces ? 

Why has herding on the North American steppe 
never developed a permanently nomad life as in 
Eurasia ? 

What are the peculiar characteristics of human 



PAGES 412-418 ?fi 

nature and life associated with and fostered by 
mining economy ? 

What special features of human life and char- 
acter are favored and fostered in communities 
living on irrigated lands ? 



Chapter XXVII 

CALIFORNIAN AND OREGON PROVINCES 

Pages 412-418 

What are the prime natural factors in the 
Pacific provinces ? 

W T hat part is played by the prevailing westerly 
winds ? by the mountain ranges ? 

Why are these provinces so narrow ? 

What are their chief resources and economies ? 

What are their relations to the Orient ? to the 
Atlantic provinces ? to the Interior and Ari- 
zonan provinces? 

What has mining had to do with their settle- 
ment ? with the character of their population ? 

How does the climate affect the life and char- 
acter of the people ? 

Why is southern California so attractive to 
visitors ? 

What disadvantages do fruit growers have to 
contend with ? 



58 THE UNITED STATES AND CANADA 

What geographical reasons exist for a political 
separation of these provinces from the United 
States ? 

What links and interests bind them to the east- 
ern states ? 

To what sources of danger would an independ- 
ent Pacific state be subjected ? 

Are the Pacific provinces likely ever to be as 
rich and populous as the Atlantic ? Why ? 



Chapter XXVIII 

THE PEOPLE OF THE UNITED STATES AND 
CANADA 

Pages 419-423 

What people, by right of discovery, conquest, 
and occupation, have the strongest claim to 
possession in North America? 

Is their claim sufficient to justify them in ex- 
cluding all other people? 

Does the variety of climate and resources in the 
United States fit it for the home of a variety of 
people ? 

What reasons are there for and against the ad- 
mission to the United States and Canada of immi- 
grants from Ireland ? Germany? Italy? Russia? 
Hungary? India? China? Japan? 



PAGES 419-423 59 

What would be the advantages and disadvan- 
tages of segregating the colored population in one 
or more states from which white men are excluded ? 

If the negroes could be transported to Africa, 
what would be the gain or the loss to the United 
States ? to Africa ? to the black race ? 

What good reasons may people have for moving 
from country to city ? from city to country ? 

Why did Iowa lose population between 1900 
and 1910? 

Why is the density of population so small in 
Nevada and Arizona? greater in Utah? still 
greater in Colorado ? 

Why is the density greater in the states from 
Minnesota to Louisiana than in those from North 
Dakota to Texas? greater in states north of the 
Ohio river than in those south of it? greatest in 
the group between the lower Great Lakes and the 
Atlantic? 

The center of the area of the United States is 
in northeastern Kansas. Is it probable that the 
center of population will ever be near the center 
of area ? Why ? 

To what extent is the boundary between the 
United States and Canada purely artificial? 

Is there any difference in natural and economic 
conditions on the opposite sides of the lower 
Great Lakes? 

What natural and economic conditions favor 



60 THE WEST EUROPEAN PROVINCE 

the union of the United States and Canada under 
one government? What objections to it? 

Chapter XXIX 

THE WEST EUROPEAN PROVINCE 

Pages 425-450 

What are the advantages of the position of 
Europe on the globe (see Fig. 17) ? of its coast 
line ? of its relation to the Atlantic Ocean ? to 
the Mediterranean ? 

What are the effects of its long east-west moun- 
tain system ? of the great interior plains ? of 
the Scandinavian highland ? 

What are the results of the prevalence of west 
winds ? of the gap between the Scandinavian 
and Mediterranean mountains ? 

Why are European rivers more useful and more 
used than North American ? 

Are the plains of Europe as favorable for the 
building of railroads as those of North America ? 
for canals ? 

Are the Pyrenees and Alps a more difficult 
barrier to cross than the Cordilleras ? 

What natural factors render Europe especially 
fit to support a dense and highly civilized popula- 
tion ? 

What is the total population of Europe ? its 
density ? (See p. 516.) 



PAGES 425-450 61 

Is the diversity of peoples and languages in 
Europe more favorable or less favorable for civili- 
zation than the uniformity in North America ? 

Point out in detail how far the political, lin- 
guistic, and racial boundaries in Europe conform 
to natural features. 

Expand and explain the following statements : 
The British Isles are insular but not isolated. 
Great Britain resembles a large floating dock 
anchored just off" shore. Great Britain is a con- 
tinent in miniature. The French are the richest 
people per capita in the world. France is one of 
the most favored countries in the world. Ger- 
many is an imprisoned empire. Switzerland, 
Belgium, the Netherlands, and Denmark are 
rubble states filling in the chinks between great 
powers. Russia is not a nation but a world. 
Austria-Hungary is a patchwork without physical 
or human unity. Italy is a great pier (dock) 
thrust out 600 miles into the Mediterranean. 
Italy stands athwart the course of human streams 
from three continents. At the Pyrenees Africa 
begins. Greece stands up to her knees in 
water. The Balkan peninsula is the cockpit of 
Europe. 

Account for the condensation of population in 
the rift valley lowland of Scotland ; in the Pen- 
nine range and central lowland of England ; at 
London; in Belgium. 



62 CENTRAL EUROPEAN PROVINCE 

Define the following terms : the British Isles, 
Great Britain, the United Kingdom, the British 
Empire. 

Why does the United Kingdom maintain the 
largest navy in the world ? 

Why does the German Empire maintain the 
largest standing army and the second largest 
navy ? 

Of what importance is the fact that the popu- 
lation of France is stationary ? that the popula- 
tion of the German Empire is rapidly increasing ? 

Account for the compactness and circular out- 
line of Paris (Fig. 345); of Antwerp (Fig. 346). 

What are the advantages of a city plan like 
that of Amsterdam (Fig. 349) ; of Vienna (Fig. 
35i). 



Chapter XXX 
THE CENTRAL EUROPEAN PROVINCE 

Pages 451-458 

What are the natural boundaries of the central 
European province ? (See Figs. 192, 337, and 338.) 

Why does it belong to the Mississippian type ? 

What natural and human factors mark the 
Russians as a coming people, and possibly one of 
the dominant nations of the future ? 



PAGES 459-472 63 

Of what importance are the four gates of 
Austria-Hungary ? 

To what nation or country does Bohemia natu- 
rally belong ? 

How does the influence of the German popula- 
tion of the dual empire favor progress ? 

Why is the position of the sovereign (Emperor 
of Austria and King of Hungary) peculiarly 
difficult ? 

What would be likely to happen under a weak 
sovereign ? 

What parallel is there between the geographical 
position and commercial relations of Roumania 
and those of the Netherlands ? 

Why are the Dutch rich and influential and 
the Roumanians relatively poor and insignificant. 



Chapter XXXI 

THE MEDITERRANEAN PROVINCE 
Pages 459-472 

Make a list of the geographic conditions which 
are favorable to civilization in the Mediterranean 
province, also the conditions which are unfavor- 
able. Arrange them under the following heads : 

1. Position and area: is it predominantly 
European, Asiatic, or African ? 



64 THE MEDITERRANEAN PROVINCE 

2. Mediterranean Sea: extent and coast line; 
facilities for navigation; fitness as a "nursery 
of sailors, traders, and colonizers." 

3. Extent and relief of land : importance of 
peninsulas and islands ; prevalence of volcanoes 
and earthquakes (see Fig. 56) ; influence of 
mountain ranges ; mineral resources. 

4. Character and use of the streams : for naviga- 
tion ; for irrigation ; for water power. 

5. Climate: contrasts in rainfall (see Figs. 
185, 186, 187, 337, 338) ; effects of dry summers. 

6. Vegetation (see p. 233). 

7. The complexity and variety of environments : 
Portuguese lowland, Iberian plateau, Rhone 
valley ; Alps, Po plain, western slope of the Apen- 
nines, east coast of the Adriatic, Grecian penin- 
sula, iEgean Sea, the Levant, Atlas Mountains. 

What evidences can you find that the Bible 
is a Mediterranean book, that most of its scenes, 
events, and peoples belong to the Mediterranean 
province ? 

What is there in the life and training of Swiss 
boys likely to make them good waiters, porters, 
valets, hotel keepers, janitors, bodyguards, and 
soldiers ? 

What geographical conditions favored Italy 
as the seat and center of the Roman Empire ? 

What conditions have made the Italian people 
a remarkable mixture of races and peoples ? 



PAGES 473-480 65 

How is Italy fitted to be the home of a commer- 
cial community ? the seat of a great manufactur- 
ing district ? 

Compare France and Italy as agricultural 
countries. 

What geographical factors favor future improve- 
ment in the condition of the Italian peasants ? 

Why is Amsterdam more favorably situated 
and planned for commerce than Venice ? (See 
Figs. 349 and 355.) 

What are the continental characteristics of 
the Iberian peninsula ? 

Why is the mineral wealth of Spain so poorly 
exploited ? 

The most efficient laborers on the Panama canal 
are Spaniards. What does this indicate as to the 
possible future of the Spanish people ? 

What geographical conditions favor the rise of 
a Balkan state or confederation to be the seventh 
of the "great powers" of Europe ? 



Chapter XXXII 

THE MANCHURIAN AND CHINESE 
PROVINCES 

Pages 473-48o 

What natural conditions are favorable for the 
development of China into a great world power ? 

MAN. TO DR. H. S. G. — $ 



66 THE MEXICAN PROVINCES 

Why are domestic animals few in China and 
Japan ? 

How does their absence affect food supply, 
labor, and maintenance of fertility ? (See pp. 
304-305.) 

What conditions impel the Japanese to increase 
their manufacturing industries and to strengthen 
their navy ? 

Compare Figs. 359 and 360 with Fig. 320. 
What inferences may be drawn as to the degree 
of industrial progress and civilization in the three 
countries ? 

What natural conditions make possible the 
existence in the Manchurian and Chinese prov- 
inces of one or more nations, which may rival 
North America and western Europe in civiliza- 
tion ? 



Chapter XXXIII 

THE MEXICAN AND CARIBBEAN PROVINCES 

Pages 481-488 

What natural conditions helped the aboriginal 
people of the Mexican province to surpass all 
other North American Indians in civilization ? 

Why has not the superiority of the Mexicans 
persisted to the present ? 



PAGES 489-492 67 

Why is the United States more directly and 
deeply interested in the Panama canal than any 
other country ? 

How is the canal likely to affect the industry 
and trade of the Floridan province? of the Carib- 
bean province ? of the Pacific coast provinces of 
North and South America ? 

How does the Caribbean province resemble 
the Malay ? 

How does it differ from the Brazilian ? 

What natural advantages does it possess over 
both ? 



Chapter XXXIV 

INTERTROPICAL PROVINCES OF SOUTH 
AMERICA 

Pages 489-4.Q2 

Account for the superiority of the native popu- 
lation of the Andean province over that of the 
rest of South America. 

Account for the relatively dense population at 
high altitudes. 

Account for the primitive, backward, and sparse 
population of the Amazon province. 



68 INTERTROPICAL PROVINCES 

Chapter XXXV 

INTERTROPICAL PROVINCES OF ASIA AND 
AFRICA 

Pages 493-499 

What natural conditions enable the Dekkan 
and Indo-Chinese provinces to support a very 
dense population ? 

Why is the Malay province unfavorable for 
the development of a high native civilization ? 

Why is a large continuous area of land more 
favorable for human life than scattered fragments ? 

A coral atoll is a narrow ring of land but a few 
feet above sea level. Metals and useful minerals 
are absent. The vegetation includes very few 
species. The land animals are chiefly reptiles, 
birds, and insects. (Why ?) The coconut palm 
is abundant and the principal source of food. 
W 7 hat kind of people would its native inhabitants 
necessarily be, unless subjected to foreign in- 
fluence ? 

What natural conditions in the central African 
province are more favorable for human habita- 
tion than in the Amazon province ? 

What future possibilities are indicated by the 
abundance of wild mammals ? 

W T hat natural conditions have kept the native 
peoples in savagery for centuries ? 



PAGES 500-504 69 

Why has the province been difficult of penetra- 
tion and occupation by white men ? (See pp. 30, 
256, 335-) 



" Chapter XXXVI 

TEMPERATE PROVINCES OF THE SOUTH- 
ERN HEMISPHERE 

Pages 500-504 

What advantage has the Argentine wheat 
grower in the world's market on account of his 
position in the southern hemisphere ? 

What contrast as to native animals between 
the Plata pampas and the North American prairie 
and steppe ? (See p. 252.) 

In which continent were the grass lands more 
favorable for occupation by civilized people ? 

Why were they thus occupied in North America 
first ? 

Why are the diamonds of South Africa worth 
more per ounce than the gold ? 

Which is more useful ? 

Why are not diamonds used as a standard of 
value and a medium of exchange ? (See p. 302.) 

Which affords a better basis for permanent 
prosperity and civilization, the mining industry 
of South Africa or the herding ? Why ? 



70 COLD TEMPERATE PROVINCES 

Are there any geographical reasons why the 
people of Australia and New Zealand originate 
and practice new and advanced ideas in govern- 
ment, such as the Australian ballot, equal suffrage, 
the referendum, state life insurance, and limita- 
tion of the amount of land which can be held by 
one person ? If so, what are they ? 



Chapter XXXVII 

COLD TEMPERATE AND POLAR PROVINCES 

Pages 505-515 

Was it a good bargain when the United States 
bought from Russia the territory of Alaska for 
$7,500,000 ? 

Is the Alaskan province likely in the next 
thousand years to make more progress in popu- 
lation and wealth than the Norwegian Province 
has in the last thousand ? 

Why is the Canadian province rich in minerals ? 
(See p. 299.) 

The " Clay Belt" between the Ottawa River and 
James Bay was once the bed of an ice-dammed 
lake similar to Lake Agassiz. Why may it be- 
come in the future the home of an agricultural 
community ? 

Why are several railroads being proposed and 



PAGES 505-515 71 

constructed to reach the southern shores of 
Hudson Bay ? 

Would railroads across the Siberian province 
to the Arctic Ocean be profitable ? Why ? 

Why do not the unsanitary habits of the Eskimo 
have the serious results which similar habits pro- 
duce in temperate regions ? 

Why is the climate of the Antarctic province 
more severe than that of Greenland ? 



A LIST OF MAPS, MODELS, AND INSTRU- 
MENTS FOR USE IN HIGH SCHOOLS 

Maps. — *McKinley's Desk Outline Maps and 
Wall Outline Maps. Order and price list on ap- 
plication to McKinley Publishing Co., 5805 Ger- 
mantown Ave., Philadelphia, Pa. 

Outline Maps of the World on Mollweide's 
Equal Area Projection. Oxford University Press. 

Leete's Exercise Outline Maps. Longmans, 
Green & Co., 91 Fifth Ave., N. Y. 

Base Weather Maps of the United States, Chief 
of the Weather Bureau, Washington, D. C. 

Stanford's New Orographical (Relief) Maps, 
edited by Mackinder. E. Stanford, London. 

Oxford Wall Maps, edited by Herbertson & 
Darbishire. World, each continent and British 
Isles, eight sets of six maps each. (1) Physical 
Features, (2) Structure and Soils, (3) Thermal 
Regions, (4) Pressure and Winds, (5) Rainfall, 
(6) Vegetation. Also for the World, (7) Major 
Natural Regions and Occupations, (8) Political 
Divisions. Oxford University Press, Oxford, Eng- 
land. American Agents, Rand, McNally & Co. 

*Philip's Comparative Series of Wall Atlases, 
edited by Unstead & Ta3dor, with explanatory 
*The most important ones are starred. 
73 



74 LIST OF MAPS AND INSTRUMENTS 

handbook. Set of eight maps for each continent. 
(i) Relief and Communications, (2) Political, 
(3) Summer Climate, (4) Winter Climate, (5) Tem- 
perature, (6) Natural Vegetation, (7) Economic, 
(8) Population. Good, and moderate in size and 
price. George Philip & Son, 32 Fleet St., London, 
England. 

Johnston's Bathy-Orographical (Relief) Maps. 
Also many other series varying in character, 
scale, and price. A. J. Nystrom & Co., 88 Lake 
St., Chicago, 111. 

Maps of the alluvial valley of the Mississippi 
in many sheets may be obtained free from the 
Mississippi River Commission, St. Louis, Mo. 

^Topographic Atlas of the United States. 
Contour maps showing accurate relief as well as 
all other features. Numerous sheets and folios. 
Two folios of Physiographic Types, containing 
ten maps, each one invaluable. Director of the 
U. S. Geological Survey, Washington, D. C. 

A good American school atlas at a moderate 
price is not in the market. The best available is 
^'Longmans' New School Atlas, edited by Chis- 
holm and Leete, Longmans, Green & Co., N. Y. 

Globes and Models. — Globes are indispensable 
for good geographic teaching. Within limits, 
the simplest and smallest are the best. Jones' 
Model of the Earth is the best relief globe. Six- 
inch relief and political globes are excellent for 



LIST OF MAPS AND INSTRUMENTS 75 

individual work. Rand, McNally & Co. supply 
the above and a large variety. 

Models or relief maps are very desirable, but 
good ones are expensive and cheap ones are gen- 
erally worthless. Edwin E. Howell, Washington, 
D. C, supplies the best and largest series. If 
only one can be afforded, his large model of the 
United States is the most generally useful. The 
smaller size is much cheaper, portable, and well 
worth buying. In addition, the following are 
very desirable : Grand Canyon of the Colorado, 
Uinta and Wahsatch mountains, Mt. Shasta, Vesu- 
vius, Chattanooga District, New York, Southern 
New England. 

The University of Wisconsin supplies a fine 
model of the Malaspina Glacier. 

The Central Scientific Co., Chicago, offers a 
good series of small models, among which that of 
the Niagara River may be especially commended. 

Meteorological Instruments. — Besides the com- 
mon thermometer, instruments for weather obser- 
vation and record are essential to make teaching 
effective. 

1. Standard Thermometer, with which to com- 
pare and correct common instruments. 

2. A Maximum and a Minimum Thermometer, 
from which the highest and the lowest tempera- 
ture for twenty-four hours may be obtained by 
one reading. 



y6 LIST OF MAPS AND INSTRUMENTS 

3. Thermograph, which records with a pen the 
temperature continuously for a week after once 
setting. 

4. Hygrometer, consisting of a wet- and a dry- 
bulb thermometer side by side, for determining 
relative humidity. The dry bulb may be used as 
a standard thermometer. 

5. Mercurial Barometer for measuring atmos- 
pheric pressure. No cheap barometer is worth 
buying. The Standard Barometer of the U. S. 
Weather Bureau type is the best. 

6. Barograph, which records pressure continu- 
ously. It is more useful than the thermograph 
because the important thing in weather fore- 
casting is not so much the actual height of the 
barometer as the fact that it is rising or falling. 

7. Wind Vane of some kind mounted on a 
spire or point above all buildings and trees is 
necessary for accurate determination of wind 
direction. 

8. Rain Gauge for measuring precipitation is 
desirable and inexpensive. 

The Central Scientific Co., Chicago, and other 
makers supply the above instruments. 

9. Tellurians, etc. Many devices for demon- 
strating the change of seasons, sun's path, altitude, 
etc., are in the market. Most of them are com- 
plicated and of doubtful value. The Season 
Apparatus made by Geo. S. Gardner, Rochester, 



LIST OF MAPS AND INSTRUMENTS 77 

N. Y., ma)' be recommended as simple and 
efficient. 

Stereoscopic Views in great variety may be 
obtained from the Keystone View Co., Meadville, 
Pa., and from Underwood & Underwood, 12 West 
27th St., New York. 

Lanterns and slides are sold by many dealers. 
The Bausch & Lomb Optical Co., Rochester, N. Y., 
make a balopticon which throws upon a screen a 
copy of any picture not larger than a postcard. 
The Geography Supply Bureau, Ithaca, N. Y., 
makes a specialty of geographic slides. 

PERIODICALS 

Journal of Geography, Madison, Wisconsin. #1.00. 

National Geographic Magazine, Washington, D. C. 
#2.00. 

Bulletin American Geographical Society, New York. 
$5.00. 

Geographical Journal, Kensington Gore, S. W., Lon- 
don, England. #7.00. 



A LIST OF GEOGRAPHICAL BOOKS FOR A 
SCHOOL LIBRARY 

The most important titles are starred *. 

General 

Brehm, From North Pole to Equator — Blackie & Son, 

London. 
Darwin, A Naturalist' 's Voyage — D. Appleton & Co., 
N. Y. 
*Davis, Geographical Essays — Ginn & Co., Boston. 
Dryer, Lessons in Physical Geography — American 
Book Co., N. Y. 
*Gregory, Keller, and Bishop, Physical and Com- 
mercial Geography — Ginn. 
Herbertson, Man and His Work — The Macmillan 
Co., N. Y. 
*Huntington, Asia — Rand, McNally & Co., Chicago. 
Keltie, The Statesman's Year Book {Annual) — 

Macmillan. 
Lyde, Man and His Markets — Macmillan. 
*Mill, The International Geography — Appleton. 
Mill, The Realm of Nature — Chas. Scribner's Sons, 
N. Y. 
*Newbigin, Modern Geography — Henry Holt & Co., 

N. Y. 
Newbigin, Man and His Conquest of Nature — Mac- 
millan. 

78 



LIST OF GEOGRAPHICAL BOOKS . 79 

*Salisbury, Physiography, Advanced Course — Holt. 
*Semple, Influences of Geographic Environment — Holt. 
Stanford, Compendium of Geography and Travel, 12 

vols. — E. Stanford, London. 
Synge, A Book of Discovery — G. P. Putnam's Sons, 

N. Y. 
Unstead and Taylor, General and Regional Geography 

— G. Philip & Son, London. 

Earth, Sun, and Moon. Chapters I and II 
*Johnson, Mathematical Geography — American Book 
Co. 
Todd, A New Astronomy — American Book Co. 

The Land. Chapters IV to IX 
* Anderson, Volcanic Studies — Scribners. 
Blackwelder and Barrows, Elements of Geology — 
American Book Co. 
*Chamberlin and Salisbury, College Geology — Holt. 
Dutton, Earthquakes — Putnams. 
Dutton, Tertiary History of the Grand Canon District 

— Monograph II, U. S. Geological Survey. 
Gilbert, Lake Bonneville — Monograph I, U. S. G. S. 
Heilprin, The Earth and Its Story — Silver, Burdett, 

& Co., Boston. 
Heilprin, Mont Pelee and the Tragedy of Martinique — 

J .B. Lippincott & Co., Phila. 
*Hobbs, Characteristics of Existing Glaciers — Mac- 

millan. 
*Hobbs, Earth Features and Their Meaning — Mac- 

millan. 



80 LIST OF GEOGRAPHICAL BOOKS 

*Leverett, Glacial Formations and Drainage Features 

of the Erie and Ohio Basins — Monograph XLI, 

U. S. G. S. 

*Leverett, The Illinois Glacial Lobe — Monograph 

XXXVIII, U. S. G. S. 

Matthews, Remaking the Mississippi — Houghton, 

Mifflin Co., Boston. 
Newell, Irrigation — T. Y. Crowell & Co., N. Y. 
Ries, Economic Geology of the United States — Mac- 
millan. 
*Russell, Glaciers of North America — Ginn. 
*Russell, Lakes of North A?nerica — Ginn. 

Russell, Rivers of North America — Putnams. 
*Russell, Volcanoes of North America — Macmillan. 
Salisbury, The Glacial Geology of New Jersey — N. J. 
Geological Survey. Trenton. 
*Salisbury and Atwood, The Interpretation of Topo- 
graphic Maps — Professional Paper 60, U. S. G. S. 
Shaler, Aspects of the Earth — Scribners. 
Tarr, The Yakutat Bay Region, Alaska — Professional 

Paper 64, U. S. G. S. 
Tyndall, Glaciers of the Alps — Longmans, Green & 
Co., N. Y. 

Soils. Chapter X 
*Fletcher, Soils — Doubleday, Page & Co., N. Y. 
Hilgard, Soils — Macmillan. 
King, The Soil — Macmillan. 
King, Irrigation and Drainage — Macmillan. 
Merrill, Rocks, Rock Weathering, and Soils — Mac- 
millan. 



LIST OF GEOGRAPHICAL BOOKS 8 1 

*Van Hise, Conservation of Natural Resources in the 
United States — Macmiilan. 

The Sea, Coasts, and Ports. Chapters XI and XII 

*Johnstone, Conditions of Life in the Sea — Putnams. 
*Murray, The Ocean — Holt. 

Newbigin, Life by the Seashore — Swan, Sonnenschein 
& Co., London. 

Smith, The Ocean Carrier — Putnams. 

Van Dyke, The Opal Sea — Scribners. 

The Atmosphere and Climate. Chapters XIII-XV 

*BaPvTHC>lomew's Physical Atlas, Vol. Ill, Meteor- 
ology — A. Constable, London. 

Bonacina, Climatic Control — Macmiilan. 
*Davis, Elementary Meteorology — Ginn. 

Hann, Handbook of Climatology — Macmiilan. 

Moore, Descriptive Meteorology — Appleton. 

Waldo, Elementary Meteorology — American Book Co. 
*Ward, Climate — Putnams. 

Plants. Chapter XVI 

*Hardy, Introduction to Plant Geography — Oxford 

Univ. Press. N. Y. 
*MacDougall, Desert Botanical Laboratory — Carnegie 
Institution, Washington, D. C. 
Macmillan, Minnesota Plant Life — Minn. Botanical 

Survey, St. Paul. 
Scharff, Distribution and Origin of Life in America 
— Macmillan. 
*Schimper, Plant Geography — Oxford University Press. 
man. to dr. h. s. g. — 6 



82 LIST OF GEOGRAPHICAL BOOKS 

Animals. Chapter XVII 
Beddard, Zoogeography — Macmillan. 
*Newbigin, Animal Geography — Oxford Univ. Press. 
Protheroe, Handy Natural History — R. G. Badger, 
Boston. 
Thomson and Geddes, Evolution — Holt. 

The Human Species. Chapter XVIII 

Dowd, The Negro Races — Macmillan. 
*Keane, The World's Peoples — Putnams. 
*Marett, Anthropology — Holt. 

Ripley, Races of Europe — Appleton. 

Economic Geography. Part II 
*Bartholomew, Atlas of the World's Commerce — 

Geo. Newnes, London. 
*Chisholm, Handbook of Commercial Geography — 
Longmans, Green. 
Cooley, The American Railway — Scribners. 
Dondlinger, The Book of Wheat — O. Judd & Co., 

N. Y. 
Gifford, Practical Forestry — Appleton. 
Gregory, Checking the Waste — Bobbs-Merrill, In- 
dianapolis. 
Harwood, The New Earth — Macmillan. 
Hepburn, Artificial Waterways — Macmillan. 
Quick, American Inland Waterways — Putnarns. 
Robinson, Commercial Geography — Rand, McNally. 
*Smith, Industrial and Commercial Geography, Holt. 
Willson, The Story of Rapid Transit — Appleton. 



LIST OF GEOGRAPHICAL BOOKS 83 

Physiographic Provinces of North America. 

Chapter XXIV 
*Bowman, Forest Physiography — John Wiley & Son, 
N. Y. 
Powell and others, Physiography of the United States 

— American Book Co. 
*Russell, North America — ■ Appleton. 

*White, Atlas of Canada — Department of the Interior, 
Ottawa. 

MlSSISSIPPIAN AND FlORIDIAN PROVINCES. 
Chapter XXV 
Bradley, Canada — Holt. 
*Brigham, Geographical Influences in American His- 
tory — Chautauqua Press, Chautauqua, N. Y. 
Canada — Interior Department, Ottawa. 
Case, Wisconsin, Its Geology and Physical Geography 

— Hendee Co., Milwaukee. 

Census, Statistical Atlas of the Twelfth Census — 

Bureau of the Census, Washington. 
*Census, Reports of the Thirteenth Census — Bureau of 

the Census. 
Condra, Geography of Nebraska — Univ. Pub. Co., 

Lincoln., Neb. 
Coman, Industrial History of the United States — Mac- 

millan. 
Curwood, The Great Lakes — Putnams. 
Dryer, Studies in Indiana Geography — Inland Pub. 

Co., Terre Haute, Ind. 
Elkington, Canada, The Land of Hope — A. & C. 

Black, London. 



84 LIST OF GEOGRAPHICAL BOOKS 

Griffith, The Dominion of Canada — Little, Brown 

& Co., Boston. 
Hulbert, The Ohio River — Putnams. 
Hunt, The Cereals in America — O. Judd & Co. 
Mills, Our Inland Seas — A. C. McClurg k Co., 

Chicago. 
^Mineral Resources of the United States (Annual) — 

U. S. G. S. 
Rutter, Wheat Growing in Canada, the United States 

and Argentine — Black. 
*Semple, American History and Its Geographic Condi- 
tions — Houghton. 
Smith, The Story of Iron and Steel — Appleton. 
Surface, The Story of Sugar — Appleton. 
*Tarr, Physical Geography of New York State — Mac- 

millan. 
Tower, The Story of Oil — Appleton. 
Van Dyke, The New New York — Macmillan. 
Willard, Story of the Prairies — Rand, McNally. 
Willson, Nova Scotia — Constable. 
*Year Book oj the Department oj Agriculture (Annual), 

Washington. 

Interior and Arizonian Provinces. 
Chapter XXVI 
Austin, The Land of Little Rain — Houghton. 
Dellenbaugh, A Canyon Voyage — Putnams. 
Dellenbaugh, The North Americans of Yesterday — 
Putnams. 
*Fynn, The American Indian — Little, Brown & Co. 
Grinnell, The Story of the Indian — Appleton. 



LIST OF GEOGRAPHICAL BOOKS 85 

Hornaday, Camp Fires on Desert and Lava — Scribners. 
*Hough, Story of the Cowboy — Appleton. 

Inman, The Old Santa Fe Trail — Macmillan. 

Inman, The Salt Lake Trail — Macmillan. 

James, In and Around the Grand Canyon — Little, 
Brown & Co. 
* James, Wonders of the Colorado Desert — Little, 
Brown & Co. 

North, Camp and Camino in Lower California — 
Baker & Taylor, N. Y. 

Parkman, The Oregon Trail — Little, Brown h Co. 
*Parrish, The Great Plains — A. C. McClurg & Co. 
*Shinn, The Story of the Miive — Appleton. 

Smythe, The Conquest of Arid America — Macmillan. 
*Van Dyke, The Desert — Scribners. 

The Eurasian Interior and Patagonian Provinces 
Curtis, Turkestan — Geo. H. Doran & Co., N. Y. 
Deasy, In Tibet and Chinese Turkestan — Scribners. 
Hedley, Tramps in Dark Mongolia — Scribners. 
Holdich, Thibet the Mysterious — Frederick Stokes, 

N. Y. 
*Huntington, The Pulse of Asia — Houghton. 
Landon, The Opening of Tibet — Doubleday, Page 

&Co. 
Prichard, Through the Heart of Patagonia — Wm. 

Heinemann, London. 
Rickmers, The Duab of Turkestan — Univ. of Chicago 

Press. 
Rockhill, Land of the Lamas — Century Co., N. Y. 
Sven Hedin, Overland to India — Macmillan. 



86 LIST OF GEOGRAPHICAL BOOKS 

The Saharan and Kalahari Provinces 

Bent, Southern Arabia — Smith, Elder & Co., London. 

Doughty, Wanderings in Arabia — ■ Scribners. 

Furlong, The Gateway of the Sahara — Scribners. 
*Haywood, Through Timbuctoo and across the Great 
Sahara — Lippincott. 

Hodson, Trekking the Great Thirst — Scribners. 

Kelly, Egypt Painted and Described — Black. 
*Phillipps, In the Desert — Edward Arnold, London. 
*Singleton, Egypt — Dodd, Mead & Co. 

The Central Australian Province 
Macdonald, In the Land of Pearl and Gold — Blackie. 
Semon, In the Australian Bush — Macmillan. 
Spencer and Gillen, Across Australia — Macmillan. 
Strang, The Romance of Australia — Henry Frowde, 
London. 

Californian and Oregon Provinces. 

Chapter XXVII 

*Chase, California Coast Trails — Houghton. 

Chase, Yosemite Trails — Houghton. 
*Fairbanks, California — Macmillan. 

Muir, My First Summer in the Sierra — Houghton. 
*MuiR, Mountains of California — Century Co. 

Muir, The Yosemite — Century Co. 

Torrey, Field Days in California — Houghton. 

White, The Cabin — Doubleday, Page & Co. 

White, The Mountains — McClure, Phillips & Co., 
N. Y. 



LIST OF GEOGRAPHICAL BOOKS 87 

Williams, The Guardians of the Columbia — T. H. 
Williams, Tacoma, Wash. 

West European Province. Chapter XXIX 

Avebury, The Scenery of England — Macmillan. 

Bartholomew, Survey Atlas of England and Wales 
— J. Bartholomew, Edinburgh. 

Berry, Germany of the Germans — Scribners. 

Betham-Edwards, Home Life in France — McClurg. 
^British Empire Series, Vol. 5, General, Kegan Paul, 

Trench, Triibner & Co., London. 
^Burroughs, Fresh Fields — Houghton. 
*Collier, England and the English — Scribners. 
*Collier, Germany and the Germans — Scribners. 

De Armicis, Holland — Merrill & Baker, N. Y. 
*Emerson, English Traits — Houghton. 

Geikie, Scenery of Scotland — Macmillan. 

Hogarth, The Geography of Ireland — Oxford Univ. 
Press. 

Hough, Dutch Life in Town and Country — Putnams. 

Lynch, French Life in Town and Country, Putnams. 

Lynd, Home Life in Ireland — ■ Mills & Boon, London. 
*Mackinder, Britain and the British Seas — Appleton. 

Meldrum, Home Life in Holland — Macmillan. 

Parker, France of the French — Scribners. 

Sidgwick, Home Life in Germany — Macmillan. 
*Singleton, London — Dodd, Mead & Co. 
*Singleton, Paris — Dodd, Mead & Co. 



88 LIST OF GEOGRAPHICAL BOOKS 

Central European Province. Chapter XXX 

Alden, Hungary of To-day — E. Nash, London. 

Mijatovich, Servia of the Servians — Scribners. 

Millet, The Danube — Harper & Bros., N. Y. 

Monroe, Bohemia and the Cechs — L. C. Page. 

Norman, All the Russias — - Scribners. 

Palmer, Austro-Hungarian Life in Town and 
Country — Putnams. 

Palmer, Russian Life in Town and Country — 
Putnams. 
*Partsch, Central Europe — Appleton. 

Phillimore, In the Carpathians — Holt. 

Rappoport, Home Life in Russia — Macmillan. 
*Wallace, Russia — Holt. 

Mediterranean Province. Chapter XXXI 

Bensusan, Home Life in Spain — Macmillan. 
*Bonney and others, The Mediterranean — Jas. Pott, 
N. Y. 
Curtis, Around the Black Sea — G. H. Doran. 
*Deecke, Italy — Macmillan. 
Dwight, Constantinople — Fleming H. Revell, N. Y. 
Forrest and Bensusan, Morocco — ■ Black. 
Garnett, Home Life in Turkey — ■ Macmillan. 
Grant, 'Twixt Land and Sea in North Africa — Samp- 
son Low, Marston & Co., London. 
*Hogarth, The Nearer East — Appleton. 
Holland, The Tyrol and Its People — Methuen & 
Co., London. 
*Huntington, Palestine and Its Transformation — 
Houghton. 



LIST OF GEOGRAPHICAL BOOKS 89 

Lubbock, Scenery of Switzerland — Macmillan. 
Monroe, Sicily the Garden of the Mediterranean — 

L. C. Page & Co., Boston. 
Monroe, Turkey and the Turks — L. C. Page. 
Richardson, Vacation Days in Greece — Smith, Elder 
&Co. 
*Rook and Jardine, Switzerland, the Country and Its 

People — Chatto & Windus, London. 
*Singleton, Rome — Dodd, Mead & Co. 
*Singleton, Switzerland — Dodd, Mead & Co. 
Story, Swiss Life in Town and Country — Putnams. 
Villari, Italian Life in Town and Country — Put- 
nams. 
Villiers-Wendell, Spain of the Spanish — Scribners. 
Webb, Switzerland of the Swiss — Scribners. 
Wilkin, Among the Berbers of Algeria — Scribners. 
Zimmern, Italy of the Italians — Scribners. 

Manchurian and Chinese Provinces. 
Chapter XXXII 
Browne, China, the Country and Its People — Dana 

Estes & Co., Boston. 
D'Autremer, The Japanese Empire — Scribners. 
Davidson, Present Day Japan — Lippincott. 
Dingle, Across China on Foot — Holt. 
*D'Ollone, In Forbidden China — Small, Maynard 

& Co., Boston. 
*Griffis, Corea, the Hermit Nation — Harpers. 
Hosie, Manchuria — Scribners. 

Knox, The Spirit of the Orient — T. Y. Crowell, N. Y. 
Landor, Corea — Macmillan. 



90 LIST OF GEOGRAPHICAL BOOKS 

*Little, The Far East — Appleton. 

*Little, Through the Yang-tse Gorges — Low, Marston. 

*Little, Across Yunnan — Low, Marston. 

Lloyd, Everyday Japan — Cassell & Co., London. 
*Lowell, The Soul of the Far East — Macmillan. 
*Macgowan, Men and Manners in Modern China — 

Dodd, Mead & Co. 
*Morse, Japanese Homes and their Surroundings — 
Low, Marston. 

Nitobe, The Japanese Nation — Putnams. 
*Rein, Japan — Hodder & Stoughton, London. 

Rein, Industries of Japan — Hodder & Stoughton. 
*Ross, The Changing Chinese — Century Co. 

Mexican and Caribbean Provinces. 

Chapter XXXIII 

*Barrett, Mexico, A General Sketch — Pan American 

Union, Washington. 
*Bonsal, The American Mediterranean — Moffat, Yard 
& Co., N. Y. 
Carson, Mexico — Macmillan. 
*Cornish, . The Panama Canal and Its Makers — 
Scribners. 
Domville-Fife, Guatemala and the States of Central 
America — Jas. Pott. 
*Forbes-Lindsay, Cuba and Her People To-Day — 
L. C. Page. 
Forbes-Lindsay, Panama and the Canal To-Day — 

L. C. Page. 
Fowler, Down in Porto Rico — Eaton and Mains, 
N. Y. 



LIST OF GEOGRAPHICAL BOOKS 91 

Ganse and Carr, The Story of Panama — Silver, 

Burdett. 
Heilprin, The Bermuda Islands — Pott. 
*Hill, Cuba and Porto Rico — Century Co. 
*Lumholtz, Unknown Mexico — Scribners. 

Lummis, The Awakening of a Nation — Harpers. 
*Ober, Camps in the Caribbees — Lee & Shepard, 

Boston. 
*Ober, Our West Indian Neighbors — Pott. 
Payne, History of America, Vol. I — Oxford Univ. 

Press. 
Prescott, Conquest of Mexico — Lippincott. 
Pyle, The Buccaneers and Marooners of America — 

Scribners. 
Starr, In Indian Mexico — Forbes & Co., Chicago. 
Winter, Mexico and her People To-day — L. C. Page. 

Intertropical Provinces of South America. 
Chapter XXXIV 
Bates, A Naturalist on the Amazons — Roberts 
Bros., Boston. 
*Bingham, Across South America — Houghton. 

Clemenceau, South America of To-day — Putnams. 
*Domville-Fife, The Great States of South America 
— G. Bell & Sons, London. 
Domville-Fife, The United States of Brazil — Pott. 
Enoch, The Andes and the Amazon — Scribners. 
Forrest and Koebel, South America — Black. 
Markham, History of Peru — C. H. Sergei & Co., 
Chicago. 
*Osborn, The Andean Land — McClurg. 



92 LIST OF GEOGRAPHICAL BOOKS 

Prescott, Conquest of Peru — Lippincott. 
*Rodway, In the Guiana Forest — McClurg. 
*Wallace, Travels on the Amazon — Ward, Locke & 

Co., London. 
*Waterton, Wanderings in South America — Sturgis 
& Walton, N. Y. 
Whitney, The Flowing Road — Lippincott. 

Intertropical Provinces of Asia and Africa. 

Chapter XXXV 
*Alexander, From the Niger to the Nile — Arnold. 
Atkinson, The Philippine Islands — Ginn. 
Boulger, The Congo State — W. Thacker, London. 
* British Empire Series, Vol. I, India — Kegan Paul. 
Burnett, Through Polynesia and Papua — Francis 
Griffiths, London. 
*Cabaton, Java and the Dutch East Indies — Scribners. 
Campbell, Siam in the Twentieth Century — Arnold. 
Castle, Hawaii Past and Present — Dodd, Mead. 
Cave, The Book of Ceylon — Cassell. 
Compton, Indian Life in Town and Country — Put- 

nams. 
Crawford, Thinking Black — Morgan & Scott, 

London. 
Eliot, The East African Protectorate — Arnold. 
^Falconer, On Horseback through Nigeria — Scribners. 
*Forbes, A Naturalist's Wanderings in the Eastern 
Archipelago — Harpers. 
Fuller, The Empire of India — Little, Brown & Co. 
Gomes, Seventeen Years among the Sea Dyaks of 
Borneo — Lippincott. 



LIST OF GEOGRAPHICAL BOOKS 93 

Gouldsbury and Skeane, The Great Plateau of 
Northern Rhodesia — Longmans, Green. 
*Hardy and Elkington, The Savage South Seas — 

Black. 
*Holderness, Peoples and Problems of India — Holt. 
*Holdich, India — Appleton. 

*Hornaday, Two Years in the Jungle — Scribners. 
*Johnston, The Uganda Protectorate — Hutchinson, 

London. 
*Kingsley, Travels in West Africa — Macmillan. 

Kingsley, West African Studies — Macmillan. 

Kipling, The Jungle Book — Century Co. 
^Mecklenburg, Duke of, In the Heart of Africa — 
Cassell. 

Milne, The Shans at Home — John Murray, London. 

Musick, Hawaii — Funk & Wagnalls, N. Y. 
*Newcombe, Village, Town and Jungle Life in India 
— Blackwood, Edinburgh. 

O'Connor, The Silken East — Dodd, Mead. 

Oliver, Madagascar — Macmillan. 
*Roosevelt, African Game Trails — Scribners. 
*Routledge, With a Prehistoric People — ■ Arnold. 

Scidmore, Java, the Garden of the East — Century Co. 

Shoemaker, Islands of the Southern Seas — Putnams. 

Talbot, In the Shadow of the Bush — Doran. 

Thomson, The Fijians — Heinemann. 
*Wallace, The Malay Archipelago — Macmillan. 

Wilde, Modern Abyssinia — Methuen. 

Worcester, The Philippines, Past and Present — 
Macmillan. 



94 LIST OF GEOGRAPHICAL BOOKS 

Temperate Provinces of the Southern 

Hemisphere 

Chapter XXXVI 

Anderson, Twenty-five Years in a Waggon in the Gold 
Regions of Africa — Chapman & Hall, London. 
* British Empire Series, Vol. 2, British Africa. 
*Bryce, Impressions of South Africa — Century Co. 
Buley, Australian Life in Town and Country — Put- 

nams. 
Fitzsimmons, The Monkey Folk of South Africa — 

Longmans, Green. 
Fraser, Australia, The Making of a Nation — Cassell. 
*Gre swell, Geography of South Africa — Oxford Univ. 
Press. 
Grubb, An Unknown People in an Unknown Land — 

{Paraguay) — Lippincott. 
Hirst, Argentina — Scribners. 
*Hudson, A Naturalist in La Plata — Chapman & 

Hall. 
*Koebel, Modern Argentina — Dana, Estes. 
Koebel, Uruguay — Scribners. 
Lloyd, Newest England — Doubled ay, Page. 
*Lumholtz, Among Cannibals — Scribners. 
Marshall, Geography of New Zealand — Whitcomb & 

Tombs, Christchurch, N. Z. 
Martin, Home Life on an Ostrich Farm — Appleton. 
*Taylor, Australia, Physiographic and Economic — 
Oxford Univ. Press. 
Winter, Chile and Her People To-day — L. C. Page. 
*Wise, The Commonwealth of Australia — Little, 
Brown. 



LIST OF GEOGRAPHICAL BOOKS 95 

Cold Temperate and Polaf. Provinces. 
Chapter XXXVII 

Bates, The Russian Road to China — Houghton. 

Bruce, Polar Exploration — Holt. 

Clarke, The Heart of Gaspe — Macmillan. 

Daniels, Home Life in Norway — Macmillan. 

Edwards, The Toll of the Arctic Seas — Holt. 

Frederiksen, Finland — Arnold. 
*Fricker, The Antarctic Regions — Swan, Sonnen- 

schein. 
*Greely, Handbook of Alaska — Scribners. 
*Greely, Three Years of Arctic Service — Scribners. 
*Greely, Handbook of Polar Discovery — Little, 

Brown. 
*Grenfell, Labrador — Macmillan. 

Heilprin, Alaska and the Klondike — Appleton. 
*Higginson, Alaska — Macmillan. 

Jungman, Norway — Black. 

Keary, Norway and the Norwegians — Macmillan. 
*Kennan, Tent Life in Siberia — Putnams. 

Kirk, Twelve Months in the Klondike — Lippincott. 
*Laut, Story of the Trapper — Appleton. 
*London, The Call of the Wild — Macmillan. 
*Mikkelsen, Lost in the Arctic — G. H. Doran. 
*Mill, The Siege of the South Pole — Stokes. 

Monroe, In Viking Land — L. C. Page. 
*Nansen, Eskimo Life — Longmans. 

Robinson, The Great Fur Land — Putnams. 

Shackelton, In the Antarctic — Heinemann. 

Sheldon, The Wilderness of the Upper Yukon — 
Scribners. 



96 LIST OF GEOGRAPHICAL BOOKS 

Sheldon, The Wilderness of the North Pacific Coast 

Islands — Scribners. 
Shoemaker, The Great Siberian Railway — Putnams. 
Stefansson, My Life with the Eskimo — Methuen. 
Talbot, The New Garden of Canada — Cassell. 
Thompson-Seton, The Arctic Prairies — Scribners. 
*Tyrrell, Across the Sub-Arctics of Canada — Dodd, 

Mead. 
Turner, Siberia — Scribners. 
Wheeler, The Selkirk Range — Government Printing 

Bureau, Ottawa. 
Whitney, On Snowshoes to the Barren Grounds — 

Harpers. 



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